The Influence of Home Environment in Shaping Students’ Learning Behaviour from Selected Secondary Schools in Tanzania

The assumption of this study is that the influence of peer groups extends beyond academics to social interactions and socialization. Peer interactions among individuals can directly and indirectly shape one's beliefs and behaviours. A peer group has the potential to encourage or discourage certain behaviours. In a secondary school context, the encouraging behaviour of peers can positively reinforce desirable actions, such as demonstrating commitment to completing assignments or engaging in school activities. This, in turn, can lead to constructive changes in learning behaviours. Conversely, discouraging behaviour among peers can negatively reinforce undesirable actions, such as demonstrating less commitment to completing assignments or engaging in learning activities. This can result in adverse changes in learning behaviours.
Descriptions
The students/respondents were given questionnaires containing statements regarding parental involvement in their learning activities. Their responses were measured using a five-point Likert scale, where 5 = Strongly Agree, 4 = Agree, 3 = Neutral, 2 = Disagree, and 1 = Strongly Disagree. The mean and standard deviations were generated using SPSS and are presented in Table 2.
The study utilized a mean score value of 3.11 to categorize parental involvement into two groups: "Good parental involvement" and "Poor parental involvement." Students whose responses on parental involvement had a mean score greater than or equal to the average mean value were classified as exhibiting "Good parental involvement," while those with responses below the average mean value were categorized as having "Poor parental involvement. These data about mean score values regarding poor or good parental involvement are presented as percentages in Figure 1.
The dependent variable in this study is students' learning behaviour, which is observed and measured to determine how it responds to changes in the independent variable.

Where:
= is the Spearman rank correlation coefficient
di = is the difference between the ranks of corresponding pairs of PIT and LBT
n = is the number of observations (273) for both PIT and LBT
The value of ρ ranges from -1 to 1:
• ρ = 1 indicates a perfect positive monotonic relationship,
• ρ = −1 indicates a perfect negative monotonic relationship,
• ρ = 0 suggests no monotonic relationship
The study utilized a linear regression model to investigate the influence of peer influence on students' learning behaviors. The regression equation is as follows:
Y=3.150+0.114X1+0.054eY=3.150+0.114X1+0.054e